Most Recent Additions*
What Do Preservice Teachers Know About the Scoring and Interpretation of a Reading Fluency Assessment?
Miranda L. Sigmon and Jeremy Lopuch
Stoicism for Teacher Well-being
Jessica L. Richardi
Lessons Learned from Field Experiences of Special Education Preservice Teachers During a Pandemic
Rhonda D. Miller, Meaghan S. Avery, Nicole Uphold, and Jamia Thomas-Richmond
Pre-Service Teacher Perceptions
Katie Swart
Using Constructivist Practices to Build Preservice Teachers' Understanding of Personalized, Competency-Based Learning
Lindsay Yearta, Lisa Harris, Julia Wilkins, and Christine Lotter
Highlighting Leadership Competencies on Principal Practices in a Rural School District
Shannon Goodacre and Jeremy Watts
Using Concept Maps and Reflective Narratives as Authentic Assessment of Readiness for Inclusive Classrooms
Jeremy Lopuch, Christopher O'Brien, Debra Lockwood, and Sequita Lipscomb
Dare We Imagine the Future of SCATE?
Benjamin Parker
Full Issue: Volume 19, Number 1, Winter 2025
Judith Collazo and Suzanne Horn
From Childhood Reads to Classroom Needs: Reading, Identity, and Emotional Navigation of a Black Woman Scholar in Education
Samantha Asbury
Pre-Service Teachers’ Academic Success: Paying Attention to the Importance of Basic Literacy Skills for Future Teachers
Nan Li and Jada Williams
Teacher Retention: Supporting New Teachers
Kathy Sobolewski, Amanda Butler, and Jennifer Zakrzewski
Technology in the Classroom: Opportunity or Obstacle?
Amariya Benson, Kinzly Cohen, and Gretchen Whitman
The Teachers are Gritty
Austin M. Hitt and Suzanne Horn
Does Story Time Matter?
Stacy Burr and Emma Wells Davis
Full Issue: Volume 18, Number 2, Spring 2025
Judith Collazo and Suzanne Horn
Banned Books and the Impact on K-12 Classroom Teaching
Suzanne Horn, Kristal Curry, and Anthony Setari
*Updated as of 03/27/26.